Age related singing skills and their progressive development from EYFS to end of KS2 will be explored through practical activities and repertoire suggestions.

There will be demonstrations and participation of singing, listening for quality and deepening confidence to lead and provide feedback to children for improving performance. 

From the early work of chanting and building confidence in use of voice to singing in parts and harmony, the development of singing skills helps to develop the child:  in EYFS a good foundation of consistent ‘singing’ runs parallel to language and speech development. The continuation of singing together in class and assemblies provides a shared experience of music making which runs deep into the physiological make up of our brains. We learn how to tune into each other, ourselves and the world around us when we raise our voices together. 

The Model Music Curriculum defines the basic skills development in the key fundamental elements of pulse, rhythm and pitch as ‘musicianship‘ for KS1. These musical concepts lie at the heart of all the interrelated dimensions of music. This session aims to, at minimum, secure the understanding of these through a series of activities and then scaffold the further progression through to end of KS2. 

Participants will be involved in practical musical activities to help secure understanding and explore resources that can be used to help further their development. 

When the new National Plan for Music Education landed on 25 June 2022, it included the statement: ‘In partnership with their music hub, we would like every school (including MAT’s) to have a Music Development Plan that captures the curricular and co-curricular offer and sets out how it will be staffed and funded.“

This session will give participants the opportunity to see and hear examples how a variety of other schools are completing their plans in line with the social and economical demands of schools in this geographical region.

This session will help support primary schools and their music subject leaders to plan provision across the school in line with national expectaions for music delivery, supporting personal development for children, professional development for staff and to breakdown the FAQ’s asked by Osted in deep dive interviews.

This session aims to help breakdown the framework in the context of music and explain outcomes of the Ofsted Music Subject Review in terms of curriculum design, ‘assessment’, progression and personal development.

This course is designed to build the confidence of teachers and support staff to lead music making activities. This confidence will be developed through taking part in practical activities, replicating them in the teachers’ own school setting and then revisiting and reviewing the activities in the following CPD sessions 

Each session will build progressively on musical skills through singing, chanting, playing instruments, responding to music through movement and creating through improvisation.

This course will be led by a practitioner whose background is in music performance, choral conducting and education, including research on how children learn and the role music plays in their development. The facilitator’s experience in music education spans years of studying, practising and delivering curriculum based music lessons inspired by the methods of Kodaly, Orff and Dalcroze and adapting these to fit in our modern global society.

This course is designed to build the confidence of teachers and support staff to lead music making activities. This confidence will be developed through taking part in practical activities, replicating them in the teachers’ own school setting and then revisiting and reviewing the activities in the following CPD sessions. 

Ensemble style music making using classroom instruments and including other instruments that individual children play will be explored as a method of developing skills through the curriculum by preparing for group performances.

This course will be led by a practitioner whose background is in music performance, choral conducting and education, including research on how children learn and the role music plays in their development. The facilitator’s experience in music education spans years of studying, practising and delivering curriculum based music lessons inspired by the methods of Kodaly, Orff and Dalcroze and adapting these to fit in our modern global society.

 Participants will explore this creative process of ‘composition’ through practical activities with progression from EYFS to end of KS2. The session will aim to model the process of creativity through children exploring music first through the use of voice, performing using instruments, listening and exploring how music is structured and elements are used and then creating their own music.

The use of ‘notation’ to record compositions will be modelled using realistic, manageable and inclusive methods, including the use of graphics, dots, sticks and technology.

This course will be led by a practitioner whose background is in music performance, choral conducting and education, including research on how children learn and the role music plays in their development. The facilitator’s experience in music education spans years of studying, practising and delivering curriculum based music lessons inspired by the methods of Kodaly, Orff and Dalcroze and adapting these to fit in our modern global society.